lesson 2

• Barangays


  • Geographically scattered, self-sufficient autonomous communities that were more of a social unit
• Homo sapiens were the early settlers of the country about 50,000 years ago
• Early settlers


  1. Came from Mainland Asia

  2. Reached and lived in Palawan and Batangas with the use of land bridges

  3. Formed communities in other parts of the country, including Sulu, Negros, Samar, and regions in Luzon
• Early settlers


  • Learned to make simple tools by sawing, drilling, and polishing stones
  • Produced ornaments out of shells and pottery of various designs, which were later replaced by imported Chinese porcelain
  • Gradually learned to manufacture tools made of copper, gold, bronze, and iron
• Caracoa


  A warship used for coastal trade
• Coastal areas such as Manila, Mindoro, Cebu, Sulu, and Southern Mindanao have more sophisticated technology compared to other areas since they are exposed to foreign trade and cultural influences
• Agricultural practices


  • Growing crops
  • Raising farm animals
  • Producing wine, vinegar, and bee products
  • Mining gold
• Filipinos in remote areas

  • Mountain settlements
  • Hunter gatherers
  • Believers in superstitions
  • Did not develop a written literary tradition
  • Traded with lowland and coastal locals for their gathered forest products
• Reduccion system


  A strategy used by Spaniards to group far-spread barangays into fewer but larger and more compact towns, in response to a shortage of Spanish missionaries
• Cabeza de Barangay


  Datus and their hereditary successors who served as local leaders
• Centralized political control was established, with a tribute tax collected and Polo y Servicios imposed
• Education during Spanish regime

  • Primary education was mainly religious in nature
  • Different religious orders established schools offering higher education for priesthood and clerical positions
  • In the 19th century, B.A. degrees in science subjects and technical/vocational were offered and established
  • Filipino students were able to go to Europe for professional advanced studies
• Filipino students who studied abroad

  • Jose Rizal - Medicine and specialization in ophthalmology in Spain and Germany
  • Graciano Apacible - Medicine in Madrid
  • Antonio Luna - Pharmacy in Madrid
  • Jose Alejandrino - Engineering in Belgium
• Medicine during Spanish regime


  • Spanish missionaries wrote about Philippine plants and their medicinal values
  • Schools of medicine and pharmacy were opened in 1871 at UST
  • Laboratorio Municipal de Ciudad de Manila was established in 1887 to perform biochemical analysis for public health purposes and specimen examination
• Philippine exportation of agricultural products started to increase when Manila was opened in 1789 for Asian shipping
• In 1829, agricultural production accelerated when foreign capital were allowed to operate in the country
• The Manila School of Agriculture was established in 1887 and opened in 1889 to provide education to farmers and promote agricultural development
• There is little development in the country's agricultural sector during the Spanish regime
• Galleon trade


  The Manila-Acapulco trade that the Spaniards depended on for profits, with direct involvement limited to Spaniards
• Manila emerged as an entrepot of the Orient
• Chinese traders profited by acting as packers, retailers, and middlemen in the galleon trade
• The domestic economy was affected by the galleon trade, which caused a negligence in local products
• The operation of foreign capital paved the way for local industries to flourish in Manila, including weaving, hat-making, embroidery, etc.
• Modern facilities were introduced in Manila, like the steam tramways, electric lights, newspapers, waterworks systems, and banking systems
• Economic development was unevenly distributed in the country during the Spanish regime
• American regime


  • Secularized public education was introduced
  • The Department of Public Instruction was established to produce schools offering free primary education with English as the medium of instruction
  • Philippine Normal School served as a training ground for Filipino teachers
  • Advance training abroad of qualified Filipinos for the replacement of foreign faculty
  • An act to financially support high school students to take teaching, engineering, medical, and law courses in the US was passed, in exchange for their public service to be rendered
  • Secondary schools were opened in 1902, followed by the establishment of other professional and technical institutions, which later became part of the University of the Philippines
• The demand for professional development increases, and private education became an alternative to professional education for Filipinos
• Private School Act or Act No.2076

  Enacted in 1917 to recognize the increasing number of private schools as educational, not commercial institutions, and to establish the Office of Private Education to manage the improvement of educational machinery
• Scientific research institutions during American regime

  • Bureau of Government Laboratories (later reorganized and renamed Bureau of Science)
  • Bureau of Health
  • Bureau of Mines
  • Bureau of Forestry
  • Bureau of Agriculture
  • Weather Bureau
  • Bureau of Coast and Geodetic Survey
  • Bureau of Plant Industry
  • Bureau of Animal Industry
  • National Research Council of the Philippines Islands (NRCP) established in 1933
• The American Regime ended with the Philippines' economy having remained agriculturally defined, and United States-Philippines trade relations continued even after the country regained its independence in 1946
• Commonwealth period


  • Increase in number of school children
  • Grade VII, as the terminal grade, was abolished
  • The Office of Private Education was re-established after it stopped in 1932
  • The government established the National Economic Council to address the country's economic and financial questions
  • The Bureau of Mines was created to encourage and assist Filipino businessmen delving into mining exploration
• The goal of the commonwealth government of economic self-reliance was not attained, due to foreign trade policies controlled by the Americans and the occupation of Japanese troops in 1941, which led to the destruction of various institutions built for the country's science and technology
• Period since independence


  • Support for research and development through education was continued
  • Several state and private universities were established and reorganized, supervised by the Department of Education and Culture
  • This led to an increase in the number of college graduates, but a small proportion of them were into agriculture, science, and engineering
• Science agencies established after independence


  • Institute of Science (1947)
  • Institute of Nutrition (1947)
  • Science Foundation of the Philippines
  • Commission on Volcanology
  • Institute of Science and Technology (former Institute of Science)
• Science Act of 1958 or R.A 2067


  Created the National Science Development Board (NSDB) which is responsible for making science developmental policies and for coordinating the activities of science institution
• Existing agencies under NSDB

  • Metals Industry Research and Development Center (MIRDC)
  • Science Foundation of the Philippines (SFP)
  • Philippine Science High School (PSHS)
  • Philippine Council for Agriculture and Resources Research (PCARR)
• Agencies added under NSDB

  • Philippine Inventors Commission (1964)
  • Philippine Coconut Research Institute (1964)
  • Philippine Textile Research Institute (1967)
  • Forest Research and Industries Development Commission (1969)
• NSDB reorganization in 1982

  Became the National Science and Technology Authority (NSTA) with four R&D councils (PCAARRD, PCIEERD, PCHRD, and NRCP)
• New institutions opened under NSTA

  • National Institute of Physics
  • National Institute of Geological Sciences
  • National Institute of Natural Sciences Research
  • National Institute of Chemistry
  • National Institute of Biology
  • National Institute of Mathematical Sciences
• A Scientific Career System was introduced by the Civil Service Commission to encourage young individuals to pursue science careers and more qualified scientists to work in government